ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns
ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle; 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity; 3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle; 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
National Standards:
Physical- Structure and properties of Matter; Interactions of Energy and Matter
Earth & Space-Geochemical Cycles; Origin and Evolution of the Earth System
Technology- Understanding about Science and Technology
Social Perspectives- Natural and Human Induced Hazards; Science and Technology in local, national, and global Challenges
Context of Lesson:
This lesson is a wrap up review before the exam. We will go over the homework and then have a whole class activity to refresh each topic. I will have a chance to ask probing questions to gauge if there is anything in particular that needs to be gone over again before the exam. The Homework will be for them to utilize the foldables they have built as study guides for the exam.
Lesson Title: Unit Review of Inner Earth
State Standards(GSEs):
ESS1– 1 Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes); 1a. plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patternsESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading); 3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle; 3b explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity; 3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle; 3d explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling)
National Standards:
Physical- Structure and properties of Matter; Interactions of Energy and MatterEarth & Space-Geochemical Cycles; Origin and Evolution of the Earth System
Technology- Understanding about Science and Technology
Social Perspectives- Natural and Human Induced Hazards; Science and Technology in local, national, and global Challenges
Context of Lesson:
This lesson is a wrap up review before the exam. We will go over the homework and then have a whole class activity to refresh each topic. I will have a chance to ask probing questions to gauge if there is anything in particular that needs to be gone over again before the exam. The Homework will be for them to utilize the foldables they have built as study guides for the exam.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
paper, pencil, notebook, textbook, blackboard, chalkObjectives:
Instruction:
Opening
-daily teaser-homework review
-foldables review
Engagement
Review ActivityClosure:
-Exam tomorrow, use the foldables to study from tonight!Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page